Name: Johna D.

Talaroc Date: November 20, 2024

Year level/group: Beed4/G2

Episode 3 : Focus on Gender, Needs, Strengths, Interests Experiences Language, Race,

Status, Difficult Circumstances, and Indigenous Peoples

SPARK YOUR

Episode 3 provides an opportunity to observe how differences in gender, racial,

cultural, and religious backgrounds, including coming from indigenous groups influence learner
behavior, interaction, and performance in school. One will also analyze and reflect on practices
that teachers use in leveraging diversity in the classroom. It also provides an opportunity to
observe how differences in abilities affect interaction in school and learn about strategies that
teachers use in addressing the learners’ needs toward effective teaching and learning.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from diverse backgrounds;
 Identify the needs of students with different levels of abilities in the classroom;
 Identify best practices in differentiated teaching to suit the varying learner needs
in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.

REVISIT the Learning Essentials

Here are principles of concepts relevant to this Episode:

1. Principles of Development
a. Development and learning proceed at varying rate from child to child, as
well as at uneven rates across different areas of the child’s functioning.
(NAEYC 2019)
b. Development and learning are maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when
they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match
the learning content, activities and assessment to different characteristics,
abilities, interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and
experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disaster, child abuse and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers assure the students that
their gender identity, culture and religion are respected, their strengths are recognized,
and their needs will be met. These teachers declare to all that everyone has the chance to
learn and succeed. They create a learning community where everyone can work together and
contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared culture
of the school
 Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices. Through
serious reflection one may realize that the self is a product of all influences of key
people in one’s life and the community, real and virtual. Similarly, learners from
indigenous groups carry with them their beliefs, views and cultural practices. One’s
attitude needs to be that of openness and respect. Come in not with the view that
one’s own culture is superior, we approach with the sincere willingness and deep
interest to know and understand the indigenous peoples’ culture. We aim to make
teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country has
about 110 ethno-linguistic groups, majority of which is in Mindanao, some in
Northern Luzon and fewer in the visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples groups which have several smaller ethics groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangtans and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law,
however, years later, so much still has to be done to improve the lives of millions of
people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for
you as a future teacher to remember are the 5 Key Elements of Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure, pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with indigenous knowledge systems and practices (IKSPs) and
Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
 e. Emphasize competencies that are needed to support the development and
protection of the ancestral domain, vitality their culture, and the
advancement of indigenous peoples’ right and welfare.
f. Supports the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are
experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources
shall be developed and utilized in line with the described curriculum content
and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.

OBSERVE, ANALYZE, REFLECT

Observation differences among learners’ gender, needs, strengths,

Activity 3.1 interests, and experiences; and differences among learners’ linguistic,
cultural, socio-economic, religious backgrounds and difficult
circumstances.

Resource Teacher: Mrs.Jeoan Loguibar Teacher’s Signature: ________________

School: Initao Central School Grade/Year Level: Grade 1
Subject Area: GENERAL SUBJECT Date: November 20,2024

The learners’ differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how
student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.

OBSERVE

An observation Guide for the Learners’ Characteristics

 Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.
1. Find out the number of students. Gender data as their ages, gender, racial groups, religious, and
ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teachers. Are there groups that interact more with the teacher than others.
Answer: Student-teacher and peer-to-peer interactions were evident. Students engaged with
their classmates during activities, sharing insights and collaborating on tasks. They also
interacted with the teacher by asking questions, seeking clarification, and offering their
perspectives on the lesson. A particular group of students, notably those with strong
academic standing or self-confidence, actively participated in discussions and frequently
interacted with the teacher.".
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
Answer: “Seating arrangements can significantly impact student engagement and academic
performance. Students seated in the front tend to be more participatory, possibly due to
increased teacher attention. Conversely, those seated at the back may be less engaged, as
they may receive less teacher attention or engage in off-task behaviors like talking to peers,
even when the teacher attempts to redirect their focus."
3. Describe the relationship among the learners. Do the learners cooperative with or compete against
each other?
Answer: The learners are friendly there is no competition inside of the classroom. They help
each other, I saw one of the learners helping her classmate about in writing.
4. Who among the students participate actively? Who among them ask for most help?
Answer: based on my observation just a little bit of learners who asking for assessment this
learners are the one whose sitting in the back.
5. When a student is called and cannot answer the teacher’s question, do the classmates try to help
him? Or do they raise their hands, so that the teacher will call them instead?
Answer: Yes, they help them to answer just like “ this is the right answer tell our teacher” this
statement I`ve hear from his classmate.

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By gender? By
racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If so,
describe the groupings.

Answer: Based on my observation, the learners shared interests were another powerful force,
uniting children with their similar passion or enjoying playing. While gender did not appear to
be rigid determinant of play groups, it did influence certain play preferences.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

Answer: While observing the students, I didn’t see anyone alone without interacting because everyone
is with their groupings; everyone has their circle of friends, and interacts with one another. I have made a
survey asking teachers their experiences about learners in difficult circumstances. Fortunately, few
teachers shared their experiences and described these circumstances and how it has affected the
learners

Here are their responses:

 1. Describe these circumstances
 the leaners lost interest in school of some personal reasons
2. How it has affected the learners?
 the learners academic performance become low
3. What are the strategies they use to help these learners cope?
 the strategies I used to help these learners by talking to them, advising the them by giving the
pros and cons of having low performance in school

I also asked them their strategies that they apply to address the needs of diverse students due to some
factors and here are their responses:
1. Gender, including LGBT
 apply to address the needs of diverse students due gender, including LGBT is treat them equally.
2. Language and cultural differences
 by using fair and appropriate language according to their situation and gives respects whatever
cultural differences they have.
3. Differences in religion
 by respecting what they belief as long they did not hurt other learners.
4. Socio-economic status
 by treating them equally regardless of their socio-economic origins.

Interview the teachers and ask about their experience about learners in difficult circumstances. Request
them to describe these circumstances and how it has affected the learners. Ask about the strategies they
use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to following
factors:

 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status

ANALYZE

Name of the School Observed: Initao Central School

School Address: Poblacion Initao Misamis Oriental
Date of Visit: November 11, 2024 - November 15, 2024

During my observation inside of the school is no gender bias all are accepted and no bully.
Language is not also a barrier inside of the class because teacher can still assess them and teach
them using our national language. In this case my classroom observation there is no Tagalog there.
Based on their beliefs and religion the school respect what culture or beliefs they do. Everything in the
learners status the school always be there to insure their learnings and to enhance their skills they
have.

REFLECT
 1. How did you feel being in the classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learner?

I have the impression that I am already a teacher when I am in the classroom. I also feel a
sense of oneness and unity among the students, as evidenced by their eagerness to work hard
in order to master a particular subject. Also, the unity between the teacher and the students,
because unity implies uniformity and harmony, which the class I visited demonstrates. Even
though the students have different personalities and viewpoints, they have a harmonious
relationship with one another and with their teacher. They're cracking jokes and telling funny
stories, which helps to keep the classroom lively and active.

Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents

Resource Teacher: Mrs. Mrs. Joean Loguibar Teacher’s Signature: ________________

School: Initao Central School Grade/Year Level: Grade 1
Subject Area: GENERAL SUBJECT Date: November 15, 2024

To realize the Intended Learning Outcomes, I will work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on
the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of the both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT
Name of the School Observed: Initao Central School
School Address: Poblacion Initao Misamis Oriental
Date of Visit: November 11, 2024 - November 25, 2024

During my observation, last week I was assigned to kindergarten and grade 1 levels. I saw the
differences between these levels. Their behavior, their skills, and the way they cooperate with their
teachers. Kindergarteners are very hyper kids, they like to play inside of the classroom. Watching
videos but the good thing is when the teacher asks them to write they will listen too. In grade 1 level
this level that the learners need to develop more not only in writing but also in reading. Although
they`re learners who also need to pay attention I also learned from my cooperating teachers that when
we handle these kinds of levels we should be more patient because these levels are very crucial in the
program. The difference between these learners is that kindergarten learners focus more on
psychomotor skills than listening while grade 1 learners build their intelligence skills.

ANALYZE

1. Did your observation match the information given by the teacher?

Answer: Based on the observation the teacher's information was match for the students.
Teacher started her class by energizer, then lesson with activities. The activities and lesson are
good and suitable for the needs of the class. Activities help the student for their development.

2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners.

 This class was composed of diversity with different level of abilities. Having these students
need support, effective strategies to make a lesson fun and exciting. Students needs also
peer interaction.

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the student respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.

 The teacher uses multiple strategies and method for the learning. She used videos,
printed materials, tracing paper for the activity. She provides different ways of learning to
express the lesson.

REFLECT
 1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?

 When I was a Elementary Student, teachers used old curriculum. I remember that they are
more focused for those students who have a great ability in terms of intellectual or skills.
They always recommend my classmates who have abilities and participate in contest.
They train them every afternoon. I observed that they didn't notice my classmates who
have low achievers.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

 . Expectation that I will be handling a classroom with students with wider-ability levels.
 . Additional time and effort to meet the needs of the learners.
 . Continuous innovation and brainstorming of effective strategies and approaches in
handling students with different levels of abilities.
 · Effective communication to establish good relationship with students while being a
good listener for them.

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Mrs. Joean Loguibar Teacher’s Signature: ________________

School: Initao Central School Grade/Year Level: Grade 1
Subject Area: GENERAL SUBJECT Date: November 15, 2024

To realize the Intended Learning Outcomes, I will work your way through these steps.
 An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided.

If you are observe, read watching videos you searched, instead of actually visiting a
school, have these question in mind as you are watching the videos. You can try to get in
touch with the creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you help blend in the school community
and interact with respect.
2. Observe and note the different parts areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they
have and the teaching strategies that the teachers uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher and principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

OBSERVATION REPORT
(You may include photos here.)

Name of the School Observed: Initao Central School

School Address: Poblacion Initao Misamis Oriental
Date of Visit: November 11, 2024 - November 15, 2024

I wasn’t able to observe in a school with a program for IP learners. Even

though initao Central school have a IP learners but they don’t have exclusive
program for IP learners but even though they don’t have this kind of program or
activities they are still be acknowledge because they have also privileges.
The teaching-learning process is almost the same with the normal way of
teaching in a school, acknowledge their cultural heritage of their respective group.
ANALYZE
Curriculum Design, Competencies, and Answer each question based on your observation
Content and interview data.
1. Does the school foster a sense of Yes, because the teaching styles and strategies
belonging to one’s ancestral domain, are connected with the IP.
a deep understanding of the For example:
community’s beliefs and practices? In agriculture, the teachers teach the students
Cite examples about agriculture for them to deeply understand it.

2. Does the school show respect of the Yes, despite of their differences they still respect
community’s expression of others beliefs and norms.
spirituality? How?
3. Does the school foster in the Yes, because they donated a sustainable
indigenous learners a deep agricultural plot.
appreciation of their identity? How?

4. Does the curriculum teach skills and Yes, it seems the same like the other school. The
competencies in the indigenous curriculum covers all the academic subjects and
learners that will help them develop they have also extracurricular subjects.
and protect their ancestral domain
and culture?

5. Does the curriculum link new The school has a curriculum link for both new
concepts and competencies to the life concepts and competencies to the life experience
experience of the community? of the community.

6. Do the teaching strategies help Yes, it helps them because they applied their
strengthen, enrich, and complement learnings in real life situations especially in their
the community’s indigenous teaching- learnings in agriculture.
process?

7. Does the curriculum maximize the IP schools are maintained and balanced in order
use of the ancestral domain and to meet the needs of the students.
activities of the community as For example:
relevant settings for learning in The school used teaching materials and resources
combination with classroom-based based on IP knowledge.
sessions? Cite examples.

8. Is cultural sensitivity to uphold The school curriculum was designed based on the
culture, beliefs and practices, knowledge and cultural practices of the respective
observed and applied in the IP group which developed by the curriculum to
development and use of instructional support the use of instructional materials and
materials and learning resources? resources.
How? (For example, culture bearers
of the indigenous peoples are
consulted)

9. Do assessment practices consider Yes, the community values and culture it is

community values and culture? How? consider being part of the curriculum
implementation.
10. Do assessment practices consider Yes, it is considered that the assessment practices
community values and culture? How? should be related to the community values and
culture to know the capacity and ability in order to
apply the thinking skills of the IP students are
capable of understanding.
What do you think can still be done to promote and uphold the indigenous
people knowledge systems and practices and rights in school?

Answer: IP learners will still be acknowledge in school because they are not different to other
learners. They are still be participating in school. Teacher will incorporate a
classroom management that inside of their classroom we should respect each other.

REFLECT

Reflect based on your actual visit or videos that you watched

1. What new things did you learn about indigenous peoples?

Answer: Based on the video, I watched, the eagerness to learn to avoid being fooled by the
other people and make their dreams come true. I also learned there's a lot of hinder in their
school, lack of materials but still the continue their study even it is the basic skills.

2. What did you appreciate most from your experience in visiting the school indigenous
learners? Why?
Answer: I admire the teachers who are pursuing and staying to indigenous people. Even they
got promotion, still they stick and change their mind because they know that these people
needed them.

3. For indigenous learners, as a future teacher, I promise these three things.

3.1 Be open to and respect indigenous peoples by being culturally sensitive and effective
communicator, that influence other people. Being appreciative and inspiration for indigenous
people
3.2 Uphold and celebrated their culture beliefs and practices by having school activities that
related about the culture and traditions. Aligning their lesson according to their needs
3.3 Advocate for Indigenous peoples by educating by supporting of the development of IP,
enhancing IP curriculum of DEPED/CHED. that can help to preserve their diversity through
the curriculum.

SHOW Your Learning Artifacts

With the principles of individual differences in mid, what methods and strategies will you
remember in the future to ensure that you will be able to meet the need of both the high and
low achievers in your class? Make a collection of strategies in how to address the student’s
different ability levels.
As a teacher these are the following traits I should have:
Good communications skill
 Enthusiasm for teaching
 Fair and equal treatment for all students
 Cares for their students
 Strong relationship with the students
 Understanding
 Creative in lesson planning
 As a future teacher, I realize that I should practice, study more about classroom
management, strategy on teaching base on my observation learner has different style on
learning so I must learn how should im going to handle them with their various capacity.

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.

2. Which student thinking/ behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes he differences among people and disregards their
commonalities.

3. What is teaching-learning implications of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students groups.

4. All are features of the Indigenous People Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous languages
D. Anchor the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners, EXCEPT
______
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing learning
resources.

6. All are best practices for assessment in the Indigenous Peoples Education Framework
EXCEPT. ___________
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas.
 C. Using international context in the assessment standards and content faithfully
without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.

7. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,’no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each group
accomplish.
B. The teacher divides the class inti three heterogeneous groups and assigns the
same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns different
contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns each group a
different tasks on the same topic, and then request three different teacher,
each to assess one of the groups.
9. Which teaching practices gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the learners and another
for the slow learners.
D. Applying two sets of different standards.

EVALUATE Performance Task

Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development

Characteristics, Needs, and Interest

Learning Outcome: Determining the characteristics of a school environment that provides

social, psychological and physical environment supportive of learning.

Name of FS Student : Johna D. Talaroc Date Submitted: November 20, 2024

Year and Section IV-G2 Course BEED

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
observation Sheet questions tasks observation observation observation
completely questions/ tasks questions/ tasks questions/ tasks not
answered/ not answered/ not answered/ answered/
accomplish accomplished. accomplished accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
 answered answered not answered observation questions
completely, answers completely, completely, were not answered.
are depth and are answers are clearly answers are not Answers nit
thoroughly grounded connected to clearly connected to theories;
on theories; grammar theories, grammar connected to more than four (4)
and spelling are free and spelling are theories one (1) grammatical/ spelling
from error. free from errors. to (3) errors.
grammatical/
spelling wrong
Reflection Profound and clear Clear but lacks Not so clear and Unclear and shallow,
supported by what depth supported by shallow, rarely supported by
were observed and what were somewhat what were observed
analyzed. observed and supported by and analyzed.
analyzed. what were
observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
on in the context of reflected on in the reflected on in reflected on in the
the learning context of the the context of context of the learning
outcomes. Complete, learning outcomes. the learning outcomes; not
well organized highly Complete well outcomes. complete, not
relevant to the organized very Complete not organized, not
learning outcome. relevant to the to organized very relevant.
the learning relevant to the to
outcome the learning
outcome
Submission Submitted before the Submitted before Submitted a day Submitted two (2)
deadline the deadline after the days or mote after the
deadline deadline
COMMENTS
Rating
OVER ALL (Based on
SCORE transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date